J. Michael Spector

Applying the Technology Satisfaction Model to survey data from 928 students across five Chinese universities, the study found that computer self‑efficacy and perceived ease of use and usefulness directly and indirectly impact satisfaction with online learning platforms. Regional differences moderated these associations, offering guidance for improving service quality, equity, and contingency planning in online higher education.

Reviewing 56 studies, this article analyzes how terms such as personalized learning, adaptive learning, individualized instruction, and customized learning are used in the research literature. The review clarifies definitions, maps overlaps and distinctions among terms, and motivates a more unified vocabulary to support synthesis and future meta‑analyses in the personalized learning domain.

This paper articulates a pedagogy of personalized adaptive learning (PAL) enabled by smart learning environments. It analyzes the two pillars—personalized learning and adaptive learning—identifies core elements (individual characteristics, performance, personal development, and adaptive adjustment), and presents a PAL framework along with a learning‑path recommendation model informed by data‑driven decision‑making.

Based on deliberations of EDUsummIT 2015 Working Group 5, this synthesis focuses on technology‑enhanced formative assessment to support inquiry‑ and problem‑based learning. It discusses feedback sources (teacher, self, peer), evidence‑centered design, and automation to strengthen assessment for and of learning, concluding with recommendations for future research and practice.

The article proposes a foundational framework for smart learning environments (SLEs) grounded in advances in epistemology, psychology, and technology. It outlines necessary and desirable characteristics—such as effectiveness, efficiency, scalability, adaptivity, and personalization—and discusses evaluation approaches to support large‑scale, sustainable implementations of SLEs.

Synthesizing the 2011 Horizon Report and an NSF‑funded Roadmap for Education Technology—along with reports from IEEE TCLT and the STELLAR Network of Excellence—this article identifies promising areas (e.g., personalized learning, mobile technologies, learning analytics) and highlights enablers (dynamic formative assessment) and barriers (accessibility, personalizability, policy). It offers implications for research and evaluation to advance credible improvement in technology‑supported learning.

This exploratory mixed‑methods study investigated how teachers’ beliefs relate to their technology integration practices. With 22 teachers from a four‑year professional development project, the authors examined relations among (a) beliefs about knowledge and learning, (b) beliefs about effective teaching, and (c) actual technology integration. Results describe specific relationships and provide implications for professional development, including suggestions for facilitating belief change to support more robust, classroom‑embedded technology use.

The paper introduces Highly Integrated Model Assessment Technology and Tools (HIMATT), a web‑based suite for assessing development of complex cognitive skills via model‑based representations. The authors describe functions of the system, illustrate applications in educational and workplace settings, and argue that HIMATT scales beyond laboratory use to support practical, automated assessment of mental models.

Using expert judgments, this study prioritized eight online instructor roles to inform competency‑based teacher education. Pedagogical roles received the highest priority, followed by professional, evaluator, social facilitator, technologist, advisor, administrator, and researcher roles. The findings guide emphasis in teacher preparation programs and inform role‑based competency frameworks for online instruction.

Reporting outcomes of a two‑day international workshop, this paper frames online teaching from competency, humanistic, and cognitive perspectives and advances a competency‑based approach. It proposes a starting point for defining online teaching competences associated with interaction and networked technologies and discusses implications for specifying, assessing, and developing online teaching capabilities.